People’s Version Of High School History Required3Cultural Teaching Research Project

Some provinces and cities across the country high school curriculum reform started in2004, the year was the ninth year, with the curriculum reform gradually expanded and, from the initial to the curiosity of new history teaching idea and teaching, to calm and think; From the initial strange and confused, unable to grasp to the now familiar with and gradually reflect continuously. While teaching thinking, how to present it as a history teacher speak good history, causes the student to learn it well. In the teaching process, I found that in order to further reflect history after curriculum reform is "based on students’development" the guiding ideology, in the historical teaching material more added to the physics, chemistry, biology, art, and other subject knowledge. While the existing papers, books, and network resources to this part of knowledge does not make a clear and detailed research. In this article, through their own teaching practice and relevant theoretical study, summing up the experience of others, people’s version of high school history required three, for example, by involving knowledge of literature and history in high school history curriculum is described, the problems existing in the teaching, and preliminary exploration of the teaching methods.Article practice method, to explore people’s version of high school history required three existing problems and solving methods in the teaching. Guide theoretical research on the one hand, from the teaching practice, on the other hand, on the basis of theoretical results to guide teaching practice. Theory combined with practice, promote the development of teaching.Article consists of four parts, the first part introduces research background and research status at home and abroad, the significance and value of study of this subject, the purpose of this research are put forward. In second part, on the basis of practice teaching, to the high school history required three comb materials involved in the research content. Third part to comb out the knowledge to carry on the analysis, find out the problems existing in the teaching. The fourth part in view of the above questions and explored the teaching method combining with his own teaching practice. Hope these inquiry can offer reference for front-line teachers in the teaching.